1. Sustainability & Scaling & Failure of Friday In-service Day
George Sugai & Rob Horner
OSEP Center on PBIS
University of Oregon
Center for Behavioral Education & Research
University of Connecticut
April 24, 2008
Sr+ Wing – Jack, Randy, Ronnie, Teri, Tim, Janet,
High Bar – Dean & Bruce

2. Purpose

3. Purpose
Provide overview of "lessons learned" from efforts to sustain & scale-up school-wide continuum of evidence-based behavioral practices & systems in schools.
Why have traditional system change approaches struggled to improve social & behavioral outcomes & climate of schools?
What have we learned about impediments & facilitators of accurate, sustainable, & scalable implementation of SWPBS?
Self-stim on a couple of topics w/in broad, general, & incomplete presentation.

4. Problem Statement
“We give schools strategies & systems for developing positive, effective, achieving, & caring school & classroom environments, but implementation is not accurate, consistent, or durable. Schools need more than training.”

5. Friday
In-Service

6. “141 Days!”
Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral.

7. 5,100 referrals = 76,500 min @15 min = 1,275 hrs = 159 days @ 8 hrs

8. Friday In-service: “Train & Hope”

9. SWPBS?

10. SW-PBS Logic!
Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable
(Zins & Ponti, 1990)

11. SWPBS is about…. Improving classroom & school climate
Decreasing reactive management
Maximizing academic achievement
Improving support for students w/ EBD
Integrating academic & behavior initiatives

12. WHAT DO WE KNOW ABOUT PREVENTING VIOLENCE?
Surgeon General’s Report on Youth Violence (2001)
Coordinated Social Emotional & Learning (Greenberg et al., 2003)
Center for Study & Prevention of Violence (2006)
White House Conference on School Violence (2006)
Positive, predictable school-wide climate
High rates of academic & social success
Formal social skills instruction
Positive active supervision & reinforcement
Positive adult role models
Multi-component, multi-year school-family-community effort

13. Supporting Social Competence &
SWPBS Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
RED STAR – wake up neighbor
PRACTICES
Supporting
Student Behavior

14. School-wide Classroom Family Non-classroom Student SWPBS Subsystems
& “Practice
Elements”
School-wide
Classroom
Family
Non-classroom
Student

15. School-wide
1. Common purpose & approach to discipline 2. Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4. Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation

16. Positive expectations & routines taught & encouraged
Non-classroom
Positive expectations & routines taught & encouraged
Active supervision by all staff
Scan, move, interact
Precorrections & reminders
Positive reinforcement

17. Classroom Classroom-wide positive expectations taught & encouraged
Teaching classroom routines & cues taught & encouraged
Ratio of 6-8 positive to 1 negative adult-student interaction
Active supervision
Redirections for minor, infrequent behavior errors
Frequent precorrections for chronic errors
Effective academic instruction & curriculum

18. Individual Student Behavioral competence at school & district levels
Function-based behavior support planning
Team- & data-based decision making
Comprehensive person-centered planning & wraparound processes
Targeted social skills & self-management instruction
Individualized instructional & curricular accommodations

19. Family Continuum of positive behavior support for all families
Frequent, regular positive contacts, communications, & acknowledgements
Formal & active participation & involvement as equal partner
Access to system of integrated school & community resources

20. Lessons Learned

21. 1. IMPLEMENTATION PHASES 2. 3.
Local & Documented
Demonstrations
w/ Fidelity
Need,
Agreements,
Adoption, &
Outcomes 1.
IMPLEMENTATION
PHASES 2.
Sustained
Capacity,
Elaboration, &
Replication
4. Systems
Adoption, Scaling,
& Continuous
Regeneration 3.

22. Sustainability + Scaling
Organizational capacity for & documentation of accurate & expanded implementation (90%) of evidence-based practice across desired context (e.g., district, classroom, school-wide, nonclassroom) over time w/ local resources & systems for continuous regeneration.

23. PBS Systems Implementation Logic
Visibility
Funding
Political
Support
Leadership Team
Active Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations

24. Local Implementation Capacity
SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION
Continuous
Self-Assessment
Relevance
Priority Efficacy
Fidelity
Valued
Outcomes
Effective
Practices
Practice
Implementation
Local Implementation Capacity

25. Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
~15%
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
SAY: One of the most important organizing components of PBS is the establishment of a continuum of behavior support that considers all students and emphasizes prevention. This logic of this 3-tiered approach is derived from the public health approach to disease prevention.
All students and staff should be exposed formally and in an on-going manner to primary prevention interventions. Primary prevention is provided to all students and focuses on giving students the necessary pro-social skills that prevents the establishment and occurrence of problem behavior. If done systemically and comprehensively, a majority of students are likely to be affected.
Some students will be unresponsive or unsupported by primary prevention, and more specialized interventions will be required. One form of assistance is called secondary prevention, and is characterized by instruction that is more specific and more engaging. These interventions can be standardized to be applied similarly and efficiently across a small number of students. The goal of secondary prevention is to reduce/prevent the likelihood of problem behavior occurrences, and to enable these students to be supported by the school-wide PBS effort.
If primary prevention is in place, a small proportion of students will require highly individualized and intensive interventions. The goal or tertiary level interventions is to reduce the intensity, complexity, and impact of the problem behaviors displayed by these students by providing supports that are (a) function-based, (b) contextually appropriate and person-centered, (c) strength-based and instructionally oriented, (d) continuously evaluated and enhanced, and (e) linked to the school-wide PBS approach.
~80% of Students

26. Identify existing practices by tier Specify outcome for each effort
CONTINUUM of SWPBS
TERTIARY PREVENTION
Function-based support
Wraparound/PCP
Special Education
Alignment Audit
Identify existing practices by tier
Specify outcome for each effort
Evaluate implementation accuracy & outcome effectiveness
Eliminate/integrate based on outcomes
Establish decision rules (RtI)
~5%
~15%
SECONDARY PREVENTION
Check in/out
Targeted social skills instruction
Peer-based supports
Social skills club
PRIMARY PREVENTION
Teach & encourage positive SW expectations
Proactive SW discipline
Effective instruction
Parent engagement
~80% of Students

27. Initiative, Project, Committee
Working Smarter
Initiative, Project, Committee
Purpose
Outcome
Target Group
Staff Involved
SIP/SID/etc
Attendance Committee
Character Education
Safety Committee
School Spirit Committee
Discipline Committee
DARE Committee
EBS Work Group

28. Sample Teaming Matrix Initiative, Committee Purpose Outcome
Target Group
Staff Involved
SIP/SID
Attendance Committee
Increase attendance
Increase % of students attending daily
All students
Eric, Ellen, Marlee
Goal #2
Character Education
Improve character
Marlee, J.S., Ellen
Goal #3
Safety Committee
Improve safety
Predictable response to threat/crisis
Dangerous students
Has not met
School Spirit Committee
Enhance school spirit
Improve morale
Discipline Committee
Improve behavior
Decrease office referrals
Bullies, antisocial students, repeat offenders
Ellen, Eric, Marlee, Otis
DARE Committee
Prevent drug use
High/at-risk drug users
Don
EBS Work Group
Implement 3-tier model
Decrease office referrals, increase attendance, enhance academic engagement, improve grades
Eric, Ellen, Marlee, Otis, Emma

29. RtI IMPLEMENTATION W/ FIDELITY CONTINUUM OF EVIDENCE-BASED
INTERVENTIONS
STUDENT
PERFORMANCE
CONTINUOUS
PROGRESS MONITORING
DATA-BASED
DECISION MAKING & PROBLEM SOLVING
UNIVERSAL SCREENING
RtI

30. Continuum of Support for ALL
RTI
Continuum of Support for ALL
Universal
Targeted
Intensive
Few
Some
NOTICE GREEN GOES IS FOR “ALL”
All
Dec 7, 2007

31. “Big Ideas”

32. PBIS Messages Measurable & justifiable outcomes
On-going data-based decision making
Evidence-based practices
Systems ensuring durable, high fidelity of implementation

33. Closing (Incomplete) Thoughts
Give priority to evidence-based practices
Establish local & fluent knowledge, skill, & systems capacity
Emphasize link between leadership behavior to organizations outcomes
Institutionalize outcomes, data, practices, & systems
Plan for competent future generations
Provide regular & overt positive reinforcement across all levels of organization
Build frequent & formal routines for self-assessment & systemic regeneration (Dean’s clothes)